News Update on Agricultural Education Research: May – 2019

Job Satisfaction of Agricultural Education Faculty: A Constant Phenomena.

Comparison of responses from 128 of 154 agricultural education school to a 1980 study found that (1) job satisfaction varied very little over the ten years; (2) demographic and situational variables weren’t smart indicators of satisfaction; and (3) Herzberg’s motivation factors were higher indicators than hygiene factors. (SK) [1]

Attacking Rural Poverty: How Nonformal Education Can Help. A Research Report for the World Bank Prepared by the International Council for Educational Development.

Designed to help rural planners and policy manufacturers of developing countries within the use of nonformal teaching programs, this book analyzes the findings of a biennial irternational analysis study. accenting a practical read of education and equation education with learning, the main focus is on: (1) preplanning designation, (2) instructional delivery systems, (3) prices and needed resources, (4) innovative solutions, and (5) evaluations of nonformal programs. knowledge area unit derived from (1) in depth discussions with agency exPerts; (2) a large assortment of documents; (3) analytical operating papers; and (4) a wide-ranging sample of twenty five current nonformal education comes in continent, Asia and geographic region. Divided into 3 sections (evidence, analyses, and conclusions), this book includes the subsequent chapters: (1) Background of the Study; (2) an outline of Rural Education: (3) Extension Programs in Agriculture; (4) coaching Programs in Agriculture; (5) coaching for Nonfarm Occupations; (6) help Approach to Rural Development; (7) The Integrated Approach to Agricultural Development: (8) A Critique of Agricultural Education and analysis Systems; (9) A Critique of coaching Programs for Nonfarm Rural Skills; (10) rising the Technologies of Nonformal Education; (11) The political economy of Nonformal Education; (12) designing, Organization, Management, and Staffing; (13) A Final Recapitulation and comment. (JC) [2]

Viewing Agricultural Education Research through a Qualitative Lens

The Journal of Agricultural Education has primarily printed analysis that uses quantitative analysis ways. maybe this is often due partially to the shortage of a qualitative analysis abstract framework to guide our profession. Most researchers in agricultural education were academically ready to conduct inquiry. those that area unit within the professoriate area unit teaching and mentoring graduate students while not the requirement skills to conduct qualitative analysis. so as to follow “good social science” analysis, agricultural educators have to be compelled to perceive the history of qualitative analysis, common varieties employed in education, sampling techniques, knowledge assortment, analysis procedures, and problems with rigor and quality for the qualitative analysis paradigm. This study uses a heuristic analysis approach through a content analysis of the literature to make a qualitative analysis abstract framework to guide the Agricultural Education profession. (Contains one figure.) [3]

The Administration of Agricultural Education

A note has simply been issued setting of out the arrangements that are created between the Board of Agriculture and also the Board of Education in relevance agricultural education. it’s been legendary for a few time that a precise quantity of disputation existed between the 2 departments on account of the anomaly arising from the actual fact that the Board of Agriculture inspected and gave grants to the assorted agricultural faculties and alternative establishments for higher agricultural education, whereas agricultural instruction in secondary and first colleges, like all alternative kinds of education, was controlled by the Board of Education. On the one hand it had been felt that agricultural education couldn’t so be unrelated from the final system of the country; on the opposite hand, there was the danger that thus special, and in several respects thus debile supported, a theme would ne’er receive the eye it merited while not the fostering care of its own special department. true became a lot of crucial because it appeared that the Board of Agriculture, but anxious to retain its reference to the colleges, was unable to get the funds either to create adequate grants to existing establishments or to market the creation of recent faculties wherever they were required. the 2 Boards seem currently to possess found out a compromise that still leaves the upper instructional establishments underneath the charge of the Board of Agriculture, however additionally secures associate interchange of views by the creation of associate interdepartmental  committee. The Board of Agriculture is to require charge of advanced colleges of agriculture serving, as a rule, over one native education authority’s space, associated taking students of an age of seventeen and upwards; underneath its charge additionally are going to be such special establishments as deal solely with one branch of agricultural instruction, as farming, forestry, & c. As before, the Board of Education are going to be responsible of the agricultural instruction that’s provided by the county councils and alternative native instructional authorities, however it’s not clear by that board, or in what manner. pressure is dropped at modify the backward counties that square measure currently doing nothing for organized agricultural education. for instance, the county governing body uses a part of its “whisky money” to take care of associate agricultural faculty, that is any power-assisted by grants from the Board of Agriculture; the county governing body adjacent puts the hard liquor cash to the relief of rates, and will nothing for agricultural education. The defect within the Board of Agriculture’s administration has been the actual fact that it’s been weak in such cases; it may neither compel nor bribe such counties to try to to their duty, and what the general public inquisitive about such matters is anxious to grasp is however the new arrangement are going to be worked to make sure a provision of upper agricultural education for farmers altogether components of the country, a national system that’s not passionate about the whim or the poorness of any governing body. [4]

Attitude of Social Science Scholars of Tamil Nadu Agricultural University towards Online Learning Management System in Agriculture

This paper deals with the angle of scholars towards on-line learning management system in agriculture. Electronic learning or on-line learning technologies have nice potential to unfold learning. a lot of of the success of e-learning will be attributed to the supply of Learning Management Systems (LMS), conjointly called Virtual Learning Environments (VLE) or learning platforms. on-line LMS has been with success used for agricultural education although it’s content problems. Globally there area unit numerous organizations that give on-line agricultural courses starting from certificate courses to doctorial programmes. on-line LMS for Agricultural Education is employed for pretty much all subjects together with Crop science, Animal science, Poultry science, Soil science and Water management, Plant/Animal protection, Plant/Animal breeding. This paper is an endeavor to explore the angle towards on-line LMSs among the Post Graduate students of province Agricultural University (TNAU) Asian country. A sample size of thirty students following master’s programme underneath the board of directors of Centre for Agriculture and Rural Development Studies of province Agricultural University, Coimbatore, Tamil Nadu, India, was chosen by sampling technique, with the prime objective to review the angle of scholars towards on-line LMS in agricultural education. [5]


[1] Bowen, B.E. and Radhakrishna, R.B., 1991. Job satisfaction of agricultural education faculty: A constant phenomena. Journal of Agricultural Education, 32(2), pp.16-22. (Web Link)

[2] Coombs, P.H. and Ahmed, M., 1974. Attacking Rural Poverty: How Nonformal Education Can Help. A Research Report for the World Bank Prepared by the International Council for Educational Development. (Web Link)

[3] Dooley, K.E., 2007. Viewing Agricultural Education Research through a Qualitative Lens. Journal of Agricultural Education, 48(4), pp.32-42. (Web Link)

[4] The Administration of Agricultural Education

Naturevolume 81, pages428–429 (1909) (Web Link)

[5] Nisha, R. and Arunachalam, R. (2018) “Attitude of Social Science Scholars of Tamil Nadu Agricultural University towards Online Learning Management System in Agriculture”, Asian Journal of Agricultural Extension, Economics & Sociology, 23(2), pp. 1-4. doi: 10.9734/AJAEES/2018/39794. (Web Link)

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